Application of Exploratory Factor Analysis and Item Response Theory to Validate the Genomic Nursing Concept Inventory

Ward, Linda; French, Brian F.; Barbosa‐Leiker, Celestina; Iverson, Andrew

doi:10.3928/01484834-20151214-05

Cited by 17 publications

(25 citation statements)

References 21 publications

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“…Ward et al. () and Ward, French, Barbosa‐Leiker, and Iverson () evaluated the psychometric properties of the GNCI © and reported mean scores of 14.59 (47.1% correct responses) and 13.26 (42.8% correct responses), respectively. The limited genomic literacy reported in these studies using the GNCI © are largely consistent with those of previous studies that found nurses’ knowledge or competence was poor and, at best, moderate (Calzone, Jenkins, Culp, et al., ; Coleman et al., ; Seven et al., ).…”

Section: Discussionmentioning

confidence: 99%

Genomic Literacy of Registered Nurses and Midwives in Australia: A Cross‐Sectional Survey

Wright

Zhao

Birks

et al. 2018

J of Nursing Scholarship

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Purpose Registered nurses and midwives require a degree of genomic literacy if they are to adequately communicate with other healthcare professionals and provide optimal care to patients, their families, and the community. Several studies have been conducted internationally to assess the genomic literacy of nurses; however, the genomic literacy of Australian registered nurses and midwives has not been investigated. The aim of this study was to measure the genomic literacy of Australian registered nurses and midwives through assessing participants’ understandings of genomic concepts most critical to nursing and midwifery practice, as well as their perceived knowledge and attitude towards genomics in nursing and midwifery practice. Design Cross‐sectional survey of Australian registered nurses and midwives using the Genomic Nursing Concept Inventory (GNCI©), a 31 multiple‐choice question survey instrument. Participants were recruited via two key Australian nursing and midwifery organizations over an 8‐month period in 2016. Methods Descriptive and inferential statistical techniques were used to calculate the total GNCI© score and scores on individual subcategories, as well as relationships between demographic variables and GNCI© scores. Findings Most respondents worked as clinicians (71.4%) in a hospital or hospital‐based setting (61.8%). Most registered nurses (80.5%) and midwives (97.2%) reported that genetics was relevant to clinical practice; however, over 80% of registered nurses and midwives believed their knowledge of genetics was poor or average. Genomic knowledge was assessed using the GNCI©. Scores ranged from 3 to 29 (out of a possible 31), with a mean score of 13.3 (SD 4.559) based on 253 (N = 253) respondents, indicating that genomic literacy is low. There was a significant difference between genomic knowledge scores and education and training level (p = .036). Conclusions The genomic literacy of registered nurses and midwives in Australia is low. More must be done to ensure Australian registered nurses and midwives have an adequate level of genomic literacy to provide optimal care to patients, their families, and the community. Clinical Relevance Modern medicine requires a healthcare workforce that is literate in genomics. Findings from this study may serve as the catalyst to improve the genomic literacy of the Australian nursing and midwifery workforce, allowing for improved health outcomes for individuals and the wider Australian public.

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Section: Discussionmentioning

confidence: 99%

Genomic Literacy of Registered Nurses and Midwives in Australia: A Cross‐Sectional Survey

Wright

Zhao

Birks

et al. 2018

J of Nursing Scholarship

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“…Bu kapsamda tüm sağlık profesyonelleri için sağlık ve hastalığı genomik açıdan görme dönemi başlamıştır. [1][2][3] Genel sağlık bakımı ve hemşirelik klinik uygulamaları adına dünya çapında yeni bir bakış açısı sağlanmıştır. Halk sağlığının geliştirilip korunması ve klinik bakımda genomik bilginin kullanılmasının kolaylaştırılması adına temel genetik ve genomik yetkinliklere sahip hemşirelerin yetiştirilmesi gündeme gelmiştir.…”

Section: İnsanunclassified

“…Tüm genlerin birlikte çalışmasını, birbirleriyle etkileşimlerini ve psikososyal, kültürel faktörler de dahil olmak üzere çevresel etkilerini tanımlar. 1,6 Genomik koşullar, çoklu genlerin katkılarıyla gelişir ve çevresel etkiler tarafından değiştirilip düzenlenebilir. Bu nedenle genomik, neredeyse tüm hastalıklar ve sağlık koşulları için kullanılabilir bir ifadedir.…”

Section: Genetik/genomikunclassified

“…Çünkü genom biliminin sağlık hizmetlerine entegre edilmesi, hemşirelerin yeni bilgi ve beceriler edinmeleri ve bunları uygulamaya aktarmaları ile mümkündür. 1,36 Ancak hemşireler tarafından bu kavramların algılanmasına ilişkin bulguların çeşitlilik gösterdiği belirtilmektedir. 37,38 Bu kapsamda yurt dışında yapılan çalışmalarda, ABD'de hemşirelerin %57'sinin genomik bilgi tabanlarının orta veya zayıf olduğu, Kanadalı hemşirelerin sadece %14'ünün mükemmel genetik bilgiye sahip olduğu, İtalyan hemşirelerde de bu bakımdan oranın benzer olduğu, Afrikalı ve Amerikalı hemşirelerle yapılan çalışmada %56 oranında hemşirenin kendi genetik bilgilerini orta veya zayıf olarak değerlendirdikleri belirtiliyor.…”

Section: Görev Ve Sorumluluklarunclassified

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Genetics / Genomic in Pediatric Nursing

Aykan

Fidancı

2021

Turkish Journal of Family Medicine and Primary Care

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ÖZETGenetik, genlerin yapı ve işlevlerini inceleyen, genetik özelliklerin kalıtımını araştıran bilim dalıdır. Genomik, tüm genlerin birlikte çalışmasını, birbirleriyle etkileşimlerini ve çevresel etkilerini tanımlayan yeni bir disiplindir. Genomik bilim, insan genom projesinin tamamlanmasıyla, tüm sağlık profesyonelleri için son derece önemli bir bilim olarak ortaya çıkmıştır. Son yıllarda hastalıkların önlenmesi, tarama, tanı, tedavi ve tedavi etkinliğinin değerlendirilmesi aşamasında genomik bilgi ve teknolojilerin daha sık kullanıldığı ve genomik biliminin sağlık hizmetlerine daha fazla entegre olduğu görülmektedir. Bu durum bazi hastalıklarda daha erken tanı ve risk değerlendirmesinin saglanmasi, tedavi seçenekleri sunmak gibi için genomik bilgi ve teknolojiler temelinde geliştirilmiş bir bakım olarak belirtilen genomik sağlık bakım kavramı ortaya çıkarmıştır. Pediatri hemşireleri, sıklıkla hastanede yatmayı gerektirebilecek genetik hastalıkları olan çocuklara bakım veren sağlık ekibinin kilit üyesidir. Genetik hastalık ve riskleri hakkında giderek daha fazla bilgi arayan asemptomatik çocuklara ve ailelere yardım etmeye hazırlıklı olmalıdırlar. Bu kapsamda etkin bakım sunabilmeleri için yeterli genetik ve genomik okuryazarlık düzeyine sahip olmalıdırlar. Çünkü onlar çocuğun koruyucu, savunucu ve danışmanlık rollerini üstlenmektedirler. Genomik sağlık bakımı kapsamında bu rolleri ancak genetik/genomik bilgilerinin, yeterliliklerinin farkında olarak ve sağlık bakımına entegre ederek yerine getirebilirler. Bu kapsamda, bu makalede pediatri hemşireliğinde genetik/genomik kavramlarının görev ve sorumluluklar, eğitim, klinik uygulama ve yenidoğan taramaları konulari tartışılmıştır

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“…Researchers established early psychometrics for the GNCI in a group of 705 nursing students of whom 8.4% had taken a previous genetics course and reported a Cronbach's alpha of 0.77. 18 More recently, Ward et al 19 applied factor analysis to further validate the GNCI in 758 nursing students and reported an internal consistency of inventory of 0.87.…”

Section: Data Collectionmentioning

confidence: 99%

Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University

Bashore¹,

Daniels²,

Borchers³

et al. 2018

NRR

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Background: This quasi-experimental study explored full-time nurse faculty competency in genomics and genetics using a validated measure prior to and following educational sessions during one academic semester. The findings represent the researchers' efforts to educate nurse faculty and to support their competency in genomics and genetics as information shared with students is only as robust as faculty knowledge. Methods: Faculty who consented to participate completed the Genomic Nurse Concept Inventory (GNCI©) to measure their knowledge of the concepts surrounding genomics and genetics prior to the education intervention and then following all three education sessions. The education sessions were carried out over a semester using a lunch and learn forum. Results: Our first assumption was that 50% of faculty would score below 70% on the pretest. Eligible nurse faculty 29/48 (60%) completed the GNCI and scores show they had limited knowledge in three areas: nomenclature of genes and gene function, inheritance patterns, and the clinical application of genomics to human disease. Over half of nurse faculty 17/29 (59%) scored less than 70% on the GNCI© supporting our first assumption. The second assumption that over 85% of faculty would score at least 70% on the GNCI© after the education was not supported. The education sessions improved scores on the GNCI© in the 12/29 (41%) faculty who completed the measures prior to and after the intervention. Conclusion: Despite the growing knowledge about genomics/genetics and the application to clinical practice, health professionals like nurses are not competent in these concepts. Nursing faculty require competency in genomics and genetics in order to integrate these concepts in nursing curricula. Outcomes of this project show the need to provide education and support for nurse faculty in genomics and genetics.

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Application of Exploratory Factor Analysis and Item Response Theory to Validate the Genomic Nursing Concept Inventory

Abstract: Validity evidence provided support for the use of GNCI scores for the intended purposes.

Cited by 17 publications

References 21 publications

Genomic Literacy of Registered Nurses and Midwives in Australia: A Cross‐Sectional Survey

Genomic Literacy of Registered Nurses and Midwives in Australia: A Cross‐Sectional Survey

Genetics / Genomic in Pediatric Nursing

Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University

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